| Is there only one nursing ethics training? (n=237) |
Yes |
100 |
42.1 |
| No |
133 |
56.1 |
| N.A. |
4 |
1.6 |
| Participation conditions (n=237) |
clinical ladder |
161 |
67.9 |
| personal preference |
31 |
13.0 |
| others |
25 |
10.5 |
| years of experience |
13 |
5.4 |
| N.A. |
7 |
2.9 |
| Training duration (n=237) |
60 minutes |
82 |
34.5 |
| 90 minutes |
50 |
21.0 |
| 120 minutes |
36 |
15.1 |
| half a day |
42 |
17.7 |
| a day |
7 |
2.9 |
| others |
19 |
8.0 |
| N.A. |
1 |
0.4 |
| pre-training assignments (n=237) |
Yes |
154 |
64.9 |
| No |
83 |
35.0 |
| N.A |
0 |
0.0 |
| The content for "Yes"（n=154) |
write about a case in which you felt you had an ethical issue |
81 |
52.6 |
| write about how you feel about ethics on a daily basis |
18 |
11.7 |
| others |
49 |
31.8 |
| N.A |
6 |
3.9 |
| post-training assignments (n=237) |
Yes |
131 |
55.2 |
| No |
104 |
43.8 |
| N.A |
2 |
0.8 |
| training method (n=237) |
lectures |
20 |
8.4 |
| lectures and exercises |
203 |
85.6 |
| exercises |
11 |
4.6 |
| others |
3 |
1.2 |
| N.A |
0 |
0.0 |
| training goals (multiple answers) (n=237) |
to become aware of ethical problems in clinical practice |
139 |
58.6 |
| to learn how to analyze problems that arise in clinical practice from an ethical perspective |
103 |
43.4 |
| to examine one's own actions to resolve ethical problems that arise in clinical practice |
70 |
29.5 |
| to gain knowledge about ethics in clinical practice |
67 |
28.2 |
| to collaborate with a wide variety of professionals to resolve ethical problems in clinical practice |
27 |
11.3 |
| to facilitate, within a team, the resolution of ethical problems that arise in clinical practice |
13 |
5.4 |
| others |
5 |
2.1 |
| whether the learning outcomes were achieved (n=237) |
agree |
38 |
16.3 |
| somewhat agree |
130 |
55.8 |
| somewhat disagree |
55 |
23.6 |
| disagree |
1 |
0.4 |
| N.A. |
13 |
5.6 |
| The reasons for not achieving the goal (multiple answers)(n=56) |
training does not translate into clinical practice |
35 |
62.5 |
| lecture/training sessions are given in a passive style |
33 |
58.9 |
| not enough time is allocated |
23 |
41.1 |
| nursing ethics training program in nursing department is not well developed |
22 |
39.3 |
| trainees' motivation is low |
21 |
37.5 |
| inadequate ethics training on the planning side |
13 |
23.2 |
| a lack of qualified personnel |
10 |
17.9 |
| a lack of active discussion and debate among participants during exercises |
6 |
10.7 |
| does not meet the needs of diverse trainees |
5 |
8.9 |
| the case study selection for exercises was inappropriate |
1 |
1.8 |
| others |
4 |
7.1 |
| The learning outcomes(multiple answers)(n=237) |
able to participate in discussions about ethical problems and express my thoughts |
109 |
45.9 |
| able to participate in discussions about ethical problems and communicate from an ethical perspective |
82 |
34.5 |
| able to explain the ethical problems I have experienced to others |
79 |
33.3 |
| able to analyze cases from an ethical perspective |
78 |
32.9 |
| able to take action to resolve ethical problems that arise in clinical practice |
53 |
22.3 |
| able to speak from an ethical perspective at a ward conference |
56 |
23.6 |
| able to explain ethical principles |
47 |
19.8 |
| able to describe the characteristics of ethical problems in a clinical setting |
32 |
13.5 |
| able to collaborate with multiple professions to resolve ethical problems that arise in clinical practice |
27 |
11.1 |
| able to explain concepts such as ethics |
24 |
10.1 |
| able to demonstrate leadership in addressing ethical problems in the wards |
16 |
6.7 |
| others |
8 |
3.3 |
| Lecturers (n=225) |
certified nurse specialists |
82 |
36.4 |
| education staff in a nursing department |
72 |
32.0 |
| personnel in a hospital who are familiar with nursing ethics |
29 |
12.8 |
| head nurses of a ward |
27 |
12.0 |
| deputy directors of a nursing department |
25 |
11.1 |
| external ethics experts |
13 |
5.7 |
| internal ethics experts |
3 |
1.3 |
| others |
64 |
28.4 |
| The subjects of the lectures(n=225)(multiple answers) |
what is nursing ethics? |
174 |
77.3 |
| ethical problems and dilemmas faced in clinical practice |
169 |
75.1 |
| what is ethics? |
161 |
71.5 |
| ethical principles |
160 |
71.1 |
| JNA Code of Ethics for Nurses and other codes of ethics |
144 |
64.0 |
| ethical responsibility and ethical behavior of nurses |
133 |
59.1 |
| approach to considering ethical problems |
131 |
58.2 |
| methodology for examining ethical problems |
114 |
50.6 |
| rights of patients |
110 |
48.8 |
| significance of discussing ethical problems |
108 |
48.0 |
| points to consider when examining ethical problems |
101 |
44.8 |
| autonomy of patients |
81 |
36.0 |
| informed consent |
69 |
30.6 |
| confidentiality |
63 |
28.0 |
| protection of patients' personal information |
60 |
26.6 |
| others |
13 |
5.7 |
| Form of exercise （n=215） |
small group work |
201 |
93.4 |
| role-playing |
4 |
1.8 |
| others |
9 |
4.1 |
| N.A |
1 |
0.4 |
| he degree to which they devised the exercises (n=215) |
devising |
135 |
62.7 |
| somewhat devising |
57 |
26.5 |
| not devising much |
7 |
3.7 |
| not devising |
1 |
0.9 |
| N.A. |
15 |
6.0 |
| The methods they used for devising (multiple answers) (n=192) |
tell trainees that it is important to be able to discuss ethical problems and feelings of discomfort with other trainees in lectures |
144 |
75.0 |
| tell trainees to express their own thoughts and ideas during exercises |
140 |
72.9 |
| consider group composition so that trainees can actively speak up |
135 |
70.3 |
| tell trainees that speaking from an ethical perspective will lead to the welfare of patients in practice |
61 |
31.8 |
| others |
29 |
15.1 |
| materials used in the exercises (n= 215) |
common simulated cases |
99 |
45.5 |
| cases experienced by trainees |
76 |
35.3 |
| cases in cartoons |
5 |
2.3 |
| video materials |
3 |
1.8 |
| others |
12 |
5.1 |
| N.A. |
21 |
9.7 |
| The selection of case studies(n= 215)(multiple answers) |
suggested by the planner |
104 |
48.3 |
| selected based on the cases in the pre-assignment |
35 |
16.2 |
| selected from trainees' experiences |
35 |
16.2 |
| selected themes under discussion in the hospital |
10 |
4.6 |
| selected from themes requested by trainees |
9 |
4.1 |
| selected themes popular in society |
2 |
0.9 |
| others |
18 |
8.3 |
| N.A |
2 |
0.4 |
| The details of the cases(n=215)(multiple answers) |
physical restraint |
128 |
59.5 |
| treatment choice and decision making for patients with capacity |
120 |
55.8 |
| surrogate decision-making for patients with diminished decision-making capacity |
121 |
56.2 |
| matters related to the intentions of patients and families and their differences |
134 |
62.3 |
| matters related to respect for patients’ rights |
95 |
44.1 |
| matters related to end-of-life care |
87 |
40.4 |
| matters related to conflicts of values with physicians and other professions |
81 |
37.6 |
| matters related to the personality and dignity of patients |
76 |
35.3 |
| informed consent |
50 |
23.2 |
| matters related to confidentiality and personal information |
31 |
14.4 |
| others |
12 |
5.5 |
| Facilitators to support exercises (n=215) |
Yes |
158 |
73.4 |
| No |
56 |
26.0 |
| N.A. |
1 |
0.4 |
| Continuing training for facilitators (n=158) |
Yes |
28 |
17.7 |
| No |
130 |
82.2 |
| N.A. |
0 |
0.0 |
| Self-improvement as a planner (n=237) |
Have outside learning opportunities to improve knowledge and skills related to nursing ethics |
114 |
48.1 |
| Gather new information about nursing ethics through books and the internet |
87 |
36.7 |
| Participate in internal training to improve knowledge and skills regarding nursing ethics |
12 |
5.0 |
| nothing |
9 |
3.7 |
| others |
7 |
2.9 |
| N.A |
8 |
3.3 |
| The planner’s emphasis(multiple answers)(n=237) |
create lectures that do not make trainees feel that ethics is a difficult topic to learn |
103 |
43.4 |
| include realistic examples that trainees are likely to encounter |
111 |
46.8 |
| enable trainees to experience concrete analysis of ethical issues during training |
87 |
36.7 |
| create an environment where trainees can actively participate in discussions and speak up |
78 |
32.9 |
| conduct interviews concerning ethical problems that arise in the hospital and apply them to planning |
30 |
12.6 |
| include more practical content than ethics and concepts |
26 |
10.9 |
| improve areas that trainees rated poorly last year |
10 |
4.2 |
| others |
5 |
2.1 |
| Challenges by planners (multiple answers)(n=237) |
training does not translate into practice |
96 |
40.5 |
| there is a lack of personnel to provide training |
76 |
32.0 |
| there is no continuing training program |
62 |
26.1 |
| lectures / training sessions are delivered in a passive style |
61 |
25.7 |
| not enough time is allocated |
59 |
24.8 |
| ethics training on the planning side is inadequate |
51 |
21.5 |
| there level of ethics awareness within the organization is not high |
48 |
20.2 |
| participation from other professions is lacking |
40 |
16.8 |
| trainees' motivation is low |
38 |
16.0 |
| trainees cannot express or discuss ethical problems during exercises |
10 |
4.2 |
| does not meet the needs of diverse trainees |
8 |
3.3 |
| the selection of case studies for exercises was inappropriate |
4 |
1.6 |
| the training method was inappropriate |
2 |
0.8 |
| others |
20 |
8.4 |